|
Materi
dan Soal pada RPP 1-6 ini dibuat berdasarkan buku Bahasa Inggris Untuk SMA/MA
Kelas X terbitan CV. Sinundata ditulis oleh Idha Winarni, Semester 1 dari
halaman 21-83.
|
RPP 1 PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
UNIT/SEMESTER : 1/VI
JURUSAN/PRODI : TARBIYAH/PBI
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Expressing of Making, Accepting, and
Declining an Invitation
Skill/Fokus :
Berbicara
Waktu :
2x45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam percakapan
transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
II.
Kompetensi Dasar
Mengungkapkan
makna dalam percakapan transaksional (to
get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi
secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan
sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: berkenalan,
bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji,
dan membatalkan janji.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui
dengan benar ungkapan menyetujui ajakan/tawaran/undangan.
Proses : Memahami
berbagai ungkapan menyetujui ajakan/tawaran/undangan.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.
b.
Merespon dan mendemonstrasikan berbagai
ungkapan menyetujui ajakan/tawaran/undangan.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui
dengan benar ungkapan menyetujui ajakan/tawaran/undangan.
Proses : Memahami
berbagai ungkapan menyetujui ajakan/tawaran/undangan.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan menyetujui ajakan/tawaran/undangan.
b.
Merespon dan mendemonstrasikan berbagai
ungkapan menyetujui ajakan/tawaran/undangan.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a. Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b. Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c. Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong.
d. Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e. Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Role Playing dan Portfolio
VI. Learning Material
·
Expressing
of Making, accepting and declining an invitation
Study
the following expressions of making, accepting, and declining an invitation!
Inviting
|
Accepting an Invitation
|
Declining an Invitation
|
||
Formal
|
1. Would you like to...
|
1. That's very kind os you.
|
1. Thank you for asking me, but...
|
|
2. I'd very much like you to...
|
2. We'd very much like to...
|
|||
3. We should be pleased/delighted if you could...
|
3. What a delightful idea.
|
2. Unfortunately, I can't...
|
||
4. Would you care to ...?
|
4. With the greatest pleasure.
|
|||
5. Will you...?
|
5. Thank you very much for inviting me
|
|||
Informal
|
1. Why don't you come to ...?
|
1. I would/will...
|
1. Sorry, I can't.
|
|
2. Like to come to...?
|
2. That would be very nice.
|
2. I'd love to, but...
|
||
3. Come and ...
|
3. OK!
|
3. I don't think I can.
|
||
4. Shall we come to...?
|
4. I'd like to love to come.
|
4. I wish I could, but...
|
||
5. You must come to ...
|
5. All right (then)
|
|||
· · Modelling Dialogues
Diana : “Hi, Hendra!”
Hendra : “Hello Diana!”
Diana : “How’ve you been?”
Hendra : “Alright, thanks. By the
way, would you like to go out tonight?”
Diana : “Sorry, I can’t.
I have to prepare the Mathematics test tomorrow.”
Hendra : “Well, how about tomorrow night, are you
still busy?”
Diana : “I think I am free
on that day”
Hendra : “Well, would you like to watch Premium Rush with me?”
Diana :
“Sure, I’d love to”.
Hendra : “That’s settled then.
OK,
tomorrow night I will fetch you at 06.30 pm.”
Diana :
“OK, I will be ready at that time.
VII. Media
§ Paper
ball
§ Modelling
dialog pada kertas karton
VIII.
Teaching-Learning Activities
ACTIVITY NUMBER
|
DESCRIPTION
|
TIME ALLOCATION
|
1
|
Kegaiatan Awal (Pre Activity)
Guru memulai pelajaran dengan
menanyakan kepada siswa beberapa pertanyaan ringan:
·
Have you ever invited someone to
do something together?
·
Have you ever invited someone to
go to somewhere together?
·
What will you say if your friend
invites you to go to her birthday party?
·
What will you say to accepting
invitation?
·
What will you say to declining
invitation?
|
15 menit
|
2
|
Kegiatan Inti (While Activity)
·
Guru menjelaskan tentang materi
pelajaran expressing of making,
accepting and declining an invitation, mulai dari pengertian, tujuan hingga
contoh ungkapannya.
·
Guru menempelkan sebuah
percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi
dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh
A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B.
·
Setelah membacakan dialog, guru
meminta siswa untuk menunjukkan yang mana ungkapan membuat, menerima/menolak
undangan pada dialog tersebut.
·
Guru meminta siswa untuk berdiri
dan membentuk lingkaran.
·
Guru mengatakan sebuah kalimat
yang berupa undangan dan melemparkan bola kepada siswa secara acak. Siswa
yang mendapatkan bola harus memberi respon atas undangan yang guru ucapkan
dengan menggunakan ungkapan menerima/menolak undangan. Kemudian siswa
tersebut mengucapkan sebuah undangan lainnya dan melemparkan bola kepada
siswa lainnya secara acak. Siswa yang mendapatkan bola harus merespon undangan
tersebut dari siswa yang melemparkan bola dan seterusnya.
·
Guru membentuk tiga kelompok (Kelompok
A, B dan C) dan memberikan masing-masing kelompok satu situasi yang harus
dirancang menjadi sebuah percakapan sederhana yang di dalamnya terdapat ungkapan
membuat, menerima/menolak sebuah undangan. Masing-masing anggota kelompok
harus menulis percakapan tersebut dan mengumpulkannya. Kemudian,
setiap kelompok memerankan percapakan mereka di depan kelas. Percakapan
tersebut direkam dan dikumpulkan satu minggu kemudian dalam bentuk CD.
|
60 menit
|
4
|
Kegiatan Akhir (Post Activity)
·
Guru menanyakan siswanya satu
persatu tentang pengertian, tujuan dan contoh ungkapan membuat, menerima atau
menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai dengan
pemahaman mereka.
·
Guru menjelaskan kembali
pengertian, tujuan serta kata-kata yang digunakan dalam expressing making, accepting and declining an invitation.
|
15 menit
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata.Halaman 68-69.
·
Silabus
·
Rubrik penilaian Speaking
EVALUATION
1. Make a short dialog
between you and your friend using expressing sympathy based on this situation, show
your dialog in front of the class and make a video from your performance(CD).
Collect it in a week later! (For groups)
2.
Then, write your
dialog in a piece of paper and collect it! (For Individual)
First Situation (For
group A)
Your best friend invites you to come to
her house this evening. There is a small celebration party there. You accept
the invitation.
Second Situation (For
group B)
Rangga, your friend, invites you to come
to his brother’s birthday party. You cannot come because you have something to
do at the time.
Third Situation (For
group C)
You invite your friend to go out to see
the mall tonight. He/she accepts your invitation.
3.
Assessment
NO
|
NAME
|
Language Skill and
Component
|
||||
Pronounciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
||
1
|
||||||
2
|
||||||
3
|
||||||
4
|
||||||
5
|
||||||
6
|
||||||
7
|
||||||
8
|
||||||
9
|
||||||
10
|
||||||
Rubrik penilaian Speaking
Criteria
|
Rating Score
|
Remarks
|
Pronounciation
|
5
4
3
2
1
|
Has a few traces of foreign language
Always intelligible, though one is
conscious of a definite accent.
Pronounciation problem necessities
concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of
pronounciation problem, most frequently be asked to repeat.
Pronounciation problem to serve as to
make speech virtually unintelligible.
|
Grammar
|
5
4
3
2
1
|
Make free (if any) noticeable errors
of grammar and word order.
Occasionally makes grammatical or word
orders errors that do not however, obscure meaning
Make frequent errors of grammar and
word orders, which occasionally obsecure meaning.
Grammar and word order errors make
comprehension difficult, must often rephrase sentences
Pronounciation problem to make speech
virtually unintelligible
|
Vocabulary
|
5
4
3
2
1
|
Use of vocabulary and idioms is
virtually, that of native speaker.
Occasionally uses inappropriate terms
and must rephrase ideas because of lexical and equities.
Frequently uses the wrong word,
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited
vocabulary makes comprehension quite difficult.
Vocabulary limitation so extremes as
to make conversation virtually impossible.
|
Fluency
|
5
4
3
2
1
|
Speech as fluent and efforts less as
that of native speaker.
Speed of speech seems to be slightly
affected by language problem
Speed and fluency are rather strongly
affected by language.
Usually hesitant, often farced into
silence by language limitation.
Speech is so halting and fragmentary
as to make conversation virtually impossible.
|
Comprehension
|
5
4
3
2
1
|
Appears to understand everything
without difficulty
Understand nearly everything at normal
speed although occasionally repetition may be necessary.
Understand most of what is said at
slower than normal speed without repetition.
Has great difficulty following what is
said can comprehend only “social conversation” spoken slowly and with
frequent repetition.
Can not be said to understand even simple
conversational English.
|
Mengetahui, Langsa, 11 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina,
MA Nurul Hidayani, S. Pd.i
RPP 2
PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
UNIT/SEMESTER : 1/VI
JURUSAN/PRODI : TARBIYAH/PBI
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Procedure text
Skill/Fokus :
Berbicara
Waktu :
2x45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam teks
fungsional pendek dan monolog berbentuk recount,
narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
II.
Kompetensi Dasar
Mengungkapkan
makna dalam teks monolog sederhana menggunkaan ragam bahasa lisan secara
akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam
teks berbentuk: recoun, narrative, dan procedure.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan benar struktur
organisasi dari procedure text dan
mampu menggunakan procedure text
dengan benar.
Proses : Memahami ciri-ciri kebahasaan
procedure text.
2.
Psikomotor
a.
Melafalkan dengan benar
kata-kata yang terdapat di dalam procedure text.
b. Merespon
dan mendemonstrasikan procedure text.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui dengan benar struktur
organisasi dari procedure text dan
mampu menggunakan procedure text
dengan benar.
Proses : Memahami ciri-ciri kebahasaan procedure text.
2.
Psikomotor
a.
Melafalkan dengan benar kata-kata yang
terdapat di dalam procedure text.
b.
Merespon dan mendemonstrasikan procedure text.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong.
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Contextual Instruction, Cooperative
Language Learning, dan Portfolio
VI. Learning Material
·
Definition of Procedure Text
Procedure text is kind of text which teaches how to
make something completely. Procedure text is dominantly structured with
imperative sentence since it actually an instruction.
·
Purpose of Procedure Text
To
explain the ingredient or material which is need, through sometime it is
omitted, and explain step by step how to make the thing.
·
Text Organization
1.
Goal : Purpose of the text.
2.
Materials : materials needed.
3.
Steps : process.
·
The Grammatical features
1.
The use of commands : cut, add, pour.
2.
The use of action verb : wash, boil.
3.
The use of precise vocabulary : try, boil, fragrant.
4.
The use of advervial : until the
chichen change colour, until fragrant.
·
Modelling Text
Making Indomie Fried
Noodle
Materials :
·
Two slices of bread
·
Something inside (fried-egg, strawberry
jam, chocolate sprinkles, a sausage, etc.
Steps :
·
While waiting for the water to boil,
pour the seasoning: chili sauce, soya sauce, and oil into a bowl.
·
After that, mix the noodles with the
seasoning, sauce, and the other ingredients.
·
First, boil two glassess of water in a
pan.
·
Next, throw away the water.
·
Then, open the package of Indomie fried
noodles.
·
After the water is boiled, drain the
noodles.
·
Then, pour the noodles into the bowl.
VII. Media
·
Some materials to make Indomie fried
noodle (Boiling water, bread, fried eggs, Indomie)
·
Some materials to make a cup of tea (Hot
water, tea powder, sugar)
VIII.
Teaching-Learning Activities
ACTIVITY NUMBER
|
DESCRIPTION
|
TIME ALLOCATION
|
1
|
Pre Activity
|
|
Guru memulai pelajaran dengan langsung
mendemonstrasikan cara untuk membuat Indomi goreng. Guru mempersiapkan alat
dan bahan dan bersama-sama dengan siswa mempraktekkan bagaimana cara
pembuatan Indomi goreng tersebut. Saat menjelaskan bahan dan cara pembuatan
guru menggunakan bahasa Inggris. Setelah demonstrasi selesai, guru menanyakan
kepada siswa beberapa pertanyaan ringan seperti:
·
Do you know how to make Indomie
Fried Noodle?
·
What do you need to make it?
·
Have you ever read recipe of
making noodle from it’s package?
·
Do you know what kind of text
that used to explain how to make something?
|
30
menit
|
|
While Activity
|
||
4
|
·
Guru menjelaskan bahwa
demonstrasi untuk membuat Indomi goreng yang di awal dilakukan adalah contoh
penerapan dari teks procedure. Kemudian guru menjelaskan pengertian, tujuan,
struktur organisasi dan ciri kebahasaan dari teks procedure.
·
Guru membagi siswanya kedalam
beberapa kelompok yang masing-masing terdiri dari 5 orang siswa. Kemudian
setiap kelompok harus mendemonstrasikan cara membuat teh dengan peralatan dan
bahan yang telah dipersiapkan sebelumnya. Siswa mendemonstrasikan dengan
menggunakan bahasa Inggris secara aktif. Dan guru menilai cara siswa
berbicara menyampaikan pembuatan teh tersebut.
·
Selanjutnya guru menugaskan siswa
untuk membuat teks procedure dengan berdasarkan demonstrasi kelompok
masing-masing. Teks dibuat dengan kreasi siswa dilengkapi dengan gambar
ilustrasi yang menarik dan foto kegiatan. Siswa juga harus melampirkan CD
berisi demonstrasi tersebut. Siswa diberi waktu selama satu minggu untuk
menyelesaikan dan mengumpulkan tugasnya.
|
45 menit
|
Post-Activity
|
||
·
Guru memberikan sebuah teks
procedure tentang cara membuat layang-layang dan siswa harus mengisi bagian
yang hilang dengan kata-kata yang sesuai. Tugas dikerjakan secara individu.
·
Guru menanyakan kepada beberapa siswa
secara lisan tentang pengertian dan tujuan dari procedure text menggunakan
bahasa mereka sendiri sesuai dengan demonstrasi yang telah dilakukan
sebelumnya.
|
15 menit
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata.Halaman 71-83.
·
Silabus
·
Rubrik penilaian Speaking
EVALUATION
1.
Demonstrate how to
make a cup of tea with your group. Make a ceative procedure text with picture
and photo. Record and collect it in a CD in a week later!
2.
Complete the text
below with the words in the box! Do it individually!
How to Make a Kite
Materials:
·
3 pieces of cane
·
Thread
·
Large sheet of string paper
·
Soft pencil
·
Scissors
·
Piant and paintbrush
·
Glue
·
Strong string
Steps:
The frame
·
Dampen the cane to ... (1) flexible.
·
Carefully, ... (2) the cane to desired
shape then tie securely with thread.
The covering
·
Lay the frame on sheet of ... (3).
·
Trace arround frame with ... (4).
·
Cut covering approximately 1 cm larger
than the ... (5).
·
Paint bird on covering (e.g, bowl).
·
When paint is ... (6), place the frame
on unpainted side.
·
Now, fold edges of covering over the
frame carefully, and ... (7) them down.
The bridle
·
Cut 3 pieces of ... (8), each 20 cm
long.
·
Secure one end of string tightly to ...
(9) at the shoulders and tail of the bird.
·
Then, the other ends in a ... (10).
a. Pencil
|
c. Bend
|
e. Glue
|
g. Outline
|
i. paper
|
b. Dry
|
d. Frame
|
f. Make
|
h. String
|
j. Knot
|
X.
Assessment
NO
|
NAME
|
Language Skill and
Component
|
||||
Pronounciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
||
1
|
||||||
2
|
||||||
3
|
||||||
4
|
||||||
5
|
||||||
6
|
||||||
7
|
||||||
8
|
||||||
9
|
||||||
10
|
||||||
Rubrik penilaian Speaking
Criteria
|
Rating Score
|
Remarks
|
Pronounciation
|
5
4
3
2
1
|
Has a few traces of foreign language
Always intelligible, though one is
conscious of a definite accent.
Pronounciation problem necessities
concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of
pronounciation problem, most frequently be asked to repeat.
Pronounciation problem to serve as to
make speech virtually unintelligible.
|
Grammar
|
5
4
3
2
1
|
Make free (if any) noticeable errors
of grammar and word order.
Occasionally makes grammatical or word
orders errors that do not however, obscure meaning
Make frequent errors of grammar and
word orders, which occasionally obsecure meaning.
Grammar and word order errors make
comprehension difficult, must often rephrase sentences
Pronounciation problem to make speech
virtually unintelligible
|
Vocabulary
|
5
4
3
2
1
|
Use of vocabulary and idioms is
virtually, that of native speaker.
Occasionally uses inappropriate terms
and must rephrase ideas because of lexical and equities.
Frequently uses the wrong word,
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited
vocabulary makes comprehension quite difficult.
Vocabulary limitation so extremes as
to make conversation virtually impossible.
|
Fluency
|
5
4
3
2
1
|
Speech as fluent and efforts less as
that of native speaker.
Speed of speech seems to be slightly
affected by language problem
Speed and fluency are rather strongly
affected by language.
Usually hesitant, often farced into
silence by language limitation.
Speech is so halting and fragmentary
as to make conversation virtually impossible.
|
Comprehension
|
5
4
3
2
1
|
Appears to understand everything
without difficulty
Understand nearly everything at normal
speed although occasionally repetition may be necessary.
Understand most of what is said at
slower than normal speed without repetition.
Has great difficulty following what is
said can comprehend only “social conversation” spoken slowly and with
frequent repetition.
Can not be said to understand even
simple conversational English.
|
Mengetahui, Langsa, 11 Juni
2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina,
MA Nurul Hidayani, S. Pd.i
RPP 3 PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
UNIT/SEMESTER : 1/VI
JURUSAN/PRODI : TARBIYAH/PBI
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Making, Accepting and Cancelling Appointment
Skill/Fokus :
Berbicara
Waktu :
2x45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam percakapan
transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
II.
Kompetensi Dasar
Mengungkapkan
makna dalam percakapan transaksional (to
get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi
secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan
sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur: berkenalan,
bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan
membatalkan janji.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan benar ungkapan membuat,
menerima dan membatalkan janji.
Proses : Memahami berbagai ungkapan membuat,
menerima dan membatalkan janji.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan membuat, menerima dan membatalkan janji.
b.
Merespon dan mendemonstrasikan berbagai
ungkapan membuat, menerima dan membatalkan janji.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui dengan benar ungkapan membuat,
menerima dan membatalkan janji.
Proses : Memahami berbagai ungkapan membuat,
menerima dan membatalkan janji.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan membuat, menerima dan membatalkan janji.
b.
Merespon dan mendemonstrasikan berbagai
ungkapan membuat, menerima dan membatalkan janji.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong.
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Cooperative Language Learning dan
Portfolio
VI. Learning Material
·
Expressing
of Making, accepting and cancelling an appointment
Study
the following expressions of making, accepting and cancelling an appointment!
Making an Appointment
|
Accepting an Appointment
|
Cancelling an Appointment
|
|
1. How about tomorrow
morning?
|
1. I'll come, I
promise.
|
1. Sorry, I don't
think I can make it.
|
|
2. Let's meet at ...
O'clock.
|
2. I'll be there.
|
||
3. Can I meet you at
... ?
|
3. OK. I'll be there
on time.
|
2. I think I can't
come to...
|
|
4. Can I come to your
... At ... ?
|
4. With my pleasure.
|
3. Actually I really
want to come, but...
|
|
· ·
Modelling Dialogue
Mr.
Bambang is a heavy smoker. He really wants to stop now. So, he wants to consult
this problem in the Smoking Clinic. He calls the Clinic to make an appointment.
Receptionist : “Smoking
Clinic, Can I help you?”
Mr. Bambang : “Yes. I need further information about your quitting smoking
programme in the Smoking Clinic.”
Receptionist : “OK, sir. The Clinic will gladly inform you about
the programme. But you have you come to the clinic.”
Mr. Bambang : “Alright. When should I come?”
Receptionist : “How about
Thursday afternoon at 2 p.m.? Dr.
Maya will be available for consultation about the programme”
Mr. Bambang : “OK, I’ll be there”
Receptionist : “Please be on time, Sir”
Mr. Bambang : “Sure”
VII. Media
§ Clourful
Cards
§ Modelling
dialog pada powerpoint
VIII.
Teaching-Learning Activities
ACTIVITY NUMBER
|
DESCRIPTION
|
TIME ALLOCATION
|
1
|
Kegaiatan Awal (Pre Activity)
Guru memulai pelajaran dengan
menanyakan kepada siswa beberapa pertanyaan ringan:
·
Have you ever made an appointment
to someone?
·
Can you mention what appointment
it is and how you make it?
·
What will you say if you want to
accept the appointment?
·
If you cannot go to somewhere and
have to cancel your appointment, what will you say?
|
10 menit
|
2
|
Kegiatan Inti (While Activity)
·
Guru menjelaskan tentang materi
pelajaran Making, accepting and cancelling appointment.
·
Guru menunjukkan sebuah dialog
pada powerpoint dan meminta dua orang siswa untuk maju ke depan kelas dan
membacakan dialog tersebut.
·
Guru membagi siswa ke dalam dua
kelompok (A dan B) dan meminta siswa
untuk berdiri pada masing-masing kelompok, berhadap-hadapan dengan kelompok
lainnya.
·
Guru memberikan kartu berwarna
kuning kepada kelompok A dan kartu berwarna merah kepada kelompok B. Kartu kuning berisi ungkapan membuat janji
dan kartu merah berisi ungkapan menerima atau membatalkan janji. Siswa pada
kelompok A membacakan isi kartunya dan kelompok B harus mencari respon yang
sesuai dengan ungkapan yang digunakan oleh kelompok A.
·
Selanjutnya, masih dalam kelompok
yang sama, setiap kelompok ditugaskan untuk membuat sebuah percakapan dimana
semua siswa dalam kelompok mendapat peran. Setiap kelompok menuliskan
percakapannya di kertas karton, di warnai dan dihias sesuai kreasi siswa. Setiap
anggota juga harus menuliskan dialog pada kertas dan mengumpulkannya. Dialog
pada kertas karton yang paling menarik akan ditempel di kelas.
|
70 menit
|
4
|
Kegiatan Akhir (Post Activity)
·
Guru menanyakan beberapa siswa
secara acak tentang pengertian, tujuan dan contoh ungkapan membuat, menerima
atau menolak undangan dengan menggunakan kata-kata mereka sendiri sesuai
dengan pemahaman mereka.
·
Guru memberikan kesimpulan
mengenai pembelajaran tentang membuat, menerima dan menolak janji.
|
10 menit
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata.Halaman 68-69.
·
Silabus
·
Rubrik penilaian Speaking
EVALUATION
Work in groups. Make a short dialog using expressing of making,
accepting and cancelling an appointment. Collect your paper and demontstrate
your dialog!
X.
Assessment
NO
|
NAME
|
Language Skill and
Component
|
||||
Pronounciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
||
1
|
||||||
2
|
||||||
3
|
||||||
4
|
||||||
5
|
||||||
6
|
||||||
7
|
||||||
8
|
||||||
9
|
||||||
10
|
||||||
Rubrik penilaian Speaking
Criteria
|
Rating Score
|
Remarks
|
Pronounciation
|
5
4
3
2
1
|
Has a few traces of foreign language
Always intelligible, though one is
conscious of a definite accent.
Pronounciation problem necessities
concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of
pronounciation problem, most frequently be asked to repeat.
Pronounciation problem to serve as to
make speech virtually unintelligible.
|
Grammar
|
5
4
3
2
1
|
Make free (if any) noticeable errors
of grammar and word order.
Occasionally makes grammatical or word
orders errors that do not however, obscure meaning
Make frequent errors of grammar and
word orders, which occasionally obsecure meaning.
Grammar and word order errors make
comprehension difficult, must often rephrase sentences
Pronounciation problem to make speech
virtually unintelligible
|
Vocabulary
|
5
4
3
2
1
|
Use of vocabulary and idioms is
virtually, that of native speaker.
Occasionally uses inappropriate terms
and must rephrase ideas because of lexical and equities.
Frequently uses the wrong word,
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited
vocabulary makes comprehension quite difficult.
Vocabulary limitation so extremes as
to make conversation virtually impossible.
|
Fluency
|
5
4
3
2
1
|
Speech as fluent and efforts less as
that of native speaker.
Speed of speech seems to be slightly
affected by language problem
Speed and fluency are rather strongly
affected by language.
Usually hesitant, often farced into
silence by language limitation.
Speech is so halting and fragmentary
as to make conversation virtually impossible.
|
Comprehension
|
5
4
3
2
1
|
Appears to understand everything
without difficulty
Understand nearly everything at normal
speed although occasionally repetition may be necessary.
Understand most of what is said at
slower than normal speed without repetition.
Has great difficulty following what is
said can comprehend only “social conversation” spoken slowly and with frequent
repetition.
Can not be said to understand even
simple conversational English.
|
Mengetahui, Langsa, 11 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina,
MA Nurul Hidayani, S. Pd.i
RPP 4
PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
JURUSAN/PRODI : TARBIYAH/PBI
SEMESTER/UNIT : VI/1
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Recount Text
Skill/Fokus :
Menulis
Waktu :
45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam teks tulis
fungsional pendek dan esei sederhana berbentuk
recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar
Mengungkapkan makna dan langkah-langkah
retorika secara akurat, lancar dan berterima dengan menggunakan ragam baahsa
tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan benar isi dari
teks recount.
Proses : Memahami makna di dalam teks recount.
2.
Psikomotor
a.
Menulis isi dari teks recount.
b.
Merespon dan memahami berbagai konteks
dari teks recount.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui dengan benar isi dari
teks recount.
Proses : Memahami makna di dalam teks recount.
2.
Psikomotor
a.
Menulis isi dari teks recount.
b.
Merespon dan memahami berbagai konteks
dari teks recount.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Small Group dan Portfolio
VI. Learning Material
·
Definition of Recount Text
Recount text is a text which retells events or
experiences in the past. Its purpose is either to inform or to entertain the
audience.
·
Purpose of Recount Text:
Purpose of
a recount text is to provides
information about what happened, when it happened, where it happened and who
was involved.
·
The Generic Structure of The Text:
1.
Orientation :
Introducing the participant, using first person point of view.
2.
Events :
Describing a series of events which happened to one side.
3.
Re-orientation :
starting the writer’s personal note.
·
Language Features Analysis:
1.
Using personal participant : I
2.
Using chronological connectives : Then, and, suddenly
3.
Using linking verb :
Was, were
4.
Using action verb :
Moved, Left, walked, made, etc.
5.
Using simple past tense pattern : earthquake happened, I was on the car.
·
Example of Recount Text:
My Horrible Experience
Let me remind you my experience during
an earthquake last week. When the earthquake happened, I was on my car. I was
driving home from my vacation to Bali.
Suddenly, my car lunched to one side, to
the left. I thought I got flat tire. I did not know that it was an earthquake.
I knew it was an earthquake when I saw some telephone and electricity poles
falling down to the ground, like matchsticks.
Then, I saw a lot of rocks tumbling
across the road. I was trapped by the rock. Even I could not move my car at
all. There were rocks everywhere. There was nothing I could do but left the car
and walked along way to my hpuse, in the town.
When I reached my town, I was so
surprised that there was almost nothing left. The earthquake made a lot of
damage to my town. Although nothing was left, I thanked God that nobody was
seriously injured.
VII. Media
Teks recount
pada kertas karton
Kopian Teks recount
VIII.
Teaching-Learning Activities
Activity Number
|
Description
|
Time Allocation
|
1
|
Pre-Activity
|
|
Guru
memulai pelajaran dengan menceritakan pengalamannya tentang sesuatu hal yang
menarik secara singkat dan kemudian menanyakan kepada siswa beberapa
pertanyaan ringan seperti:
·
Do you have an interesting and
unforgettable experience?
·
Who wants to tell me shorty about
your interesting and unforgettable experience?
Kemudian guru
menunjuk seorang siswa untuk menceritakan pengalamannya yang menarik secara
singkat menggunakan kata-katanya sendiri.
·
Do you know what kind text of
experience?
|
10
menit
|
|
2
|
While-Activity
|
25
menit
|
·
Guru menjelaskan tentang
pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Recount.
·
Guru menunjukkan sebuah contoh
teks Recount di kertas karton, meminta beberapa murid secara bergantian untuk
membacakan dan mengungkapkan maksud cerita dalam teks tersebut. Kemudian guru
menterjemah teks tersebut, menunjukkan bagian-bagian teks dan ciri-ciri
kebahasaannya.
·
Guru membagi siswa ke dalam
beberapa kelompok kecil yang masing-masing kelompok terdiri dari maksimal 3
orang siswa. Kemudian guru memberikan sebuah teks kepada masing-masing
kelompok dan memerintahkan siswa untuk menentukan bagian-bagian teks, ciri
kebahasaan dan maksud dari teks tersebut.
·
Setiap kelompok mempresentasikan
hasil kerja kelompoknya.
·
Guru dan siswa bersama-sama
membahas tentang teks yang ditugaskan tersebut dan hasil kerja siswa tersebut
dikumpulkan.
|
||
3
|
Post-Activity
|
15
menit
|
·
Guru menugaskan kepada setiap
siswa untuk membuat sebuah teks recount
berdasarkan pengalamannya masing-masing minimal berisi 3 paragraf secara singkat.
Dan mengumpulkannya.
·
Guru memberikan penjelasan kembali
mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari
teks recount.
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata. Hal. 21-22.
·
Silabus
·
Rubrik Penilaian Writing
EVALUATION
1.
Work in group. Find
the generic structure and language features of the text below!
Visiting Bali
There were so many places to see in
Bali that my friend decided to join the tours to see as much as possible. My
friend stayed in Kuta on arrival. He spent the first three days swimming and
surfing on Kuta beach.He visited some tour agents and selected two tours. The
first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was
ready. My friend and his group drove on through mountains. Singaraja is a city
of about 90 thousands people. It is a
busy but quiet town. The street are lined with trees and there are many old
Dutch houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud wa s avery
different tour. It was not to see scenery but to see the art and the craft of
the island. The first stop was at Batubulan, a center of stone sculpture. The
next stop was Celuk, a center for silversmiths and goldensmiths. After that he
stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist
center.
My friend ten-day-stay ended very
quickly beside his two tour, all his day was spent on the beach. He went
sailing or surfboarding every day. He was quiet satisfied.
Orientation
........................................................................................................................................................................................................................................................................................................................................................................................................................................................
Event
........................................................................................................................................................................................................................................................................................................................................................................................................................................................
Re-Orientation
........................................................................................................................................................................................................................................................................................................................................................................................................................................................
Language Features Analysis:
·
Personal Participant :___________________________
·
Chronological Connective :___________________________
·
Linking Verb :___________________________
·
Action Verb :___________________________
·
Simple Past Tense :___________________________
2. Make your own
recount text at least consists of minimal 3 paragraphs! Do it individually!
X.
Assessment
NO
|
NAME
|
Language Skill and
Component
|
||||
Content
|
Organization
|
Vocabulary
|
Language Use
|
Mechanics
|
||
1
|
||||||
2
|
||||||
3
|
||||||
4
|
||||||
5
|
||||||
6
|
||||||
7
|
||||||
Rubrik Penilaian
Writing
Criteria
|
Rating Score
|
Remarks
|
Content
|
27-30
|
Excellent to very good. It is for the
students with some knowledge of the subject and adequate of range
development, mostly relevant to topic sentence, but lack the detail
|
22-26
|
Good to average. It is for the
students with some knowledge of the subject and adequate of range development
omitted, but lack the detail.
|
|
17-21
|
Fair to poor. It is for the students
who do not show knowledge of the subject, little substantive indequate
development of the subject.
|
|
Organization
|
18-20
|
Excellent to very good. Provide fluent
expression, ideas clearly stated, sentence are organized and logical sequence
cohesion.
|
14-17
|
Good to average. Somewhat
ehoppy-loosely organized but main ideas stand out.
|
|
10-13
|
Noon-influent ideas. Confused or
disconnected, lack logical sequencing and development.
|
|
7-9
|
Very poor. Doesn’t communacate, no
organization or not enough to evaluate.
|
|
Vocabulary
|
18-20
|
Excellent to very good. Students with
sophisticated range effectively word from, the imitative appropriate
register.
|
14-17
|
Good to average. Adequate
range-occasional errors, meaning not obscured.
|
|
10-13
|
Fair to poor. Limited range, frequent
errors of word or idiom, usage, meaning confused or obscured.
|
|
7-9
|
Very poor. Lack of essensial
translation, little knowledge of English.
|
|
Language
Use
|
22-25
|
Excellent to very good. Effective
complex construction-few wrrors arrangement, tense number, words
order/function, articles, pronouns, preposition.
|
18-21
|
Good to average. Some effective
complex construction, frequent errors on the use of the sentence elements.
|
|
Fair to poor. Major problem in simple
complex construction, tense, number, words order/function, articles,
pronouns, preposition, meaning, confused and obscured, articles, pronouns,
and/or fragments detections-meaning confused and obscured.
|
||
5-10
|
Very poor. Usually no master
construction rules dominated by errors, does not communicate, not enough to
evaluate.
|
|
Mechanics
|
5
|
Excellent to very good. Demonstrate
mastery of punctuation, few errors in capitalization and hard writing.
|
4
|
Good to average. Occasionally errors
of punctuation, capitalization, writing sentence, but meaning not obscured.
|
|
3
|
Fair to poor. Frequent errors of
punctuation, capitalization, writing sentence, poor hard-writing-meaning
confused or obscured.
|
|
2
|
Very poor. No mastery of connection,
dominated by errors of spelling, punctuation, capitalization, paragraphing
and writing illegible or not enough to evaluate.
|
Mengetahui, Langsa,
11 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina, MA Nurul
Hidayani, S. Pd.i
RPP 5
PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
UNIT/SEMESTER : 1/VI
JURUSAN/PRODI : TARBIYAH/PBI
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Expressing Sympathy
Skill/Fokus :
Berbicara
Waktu :
45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam percakapan
transaksional dan interpersonal dalam konteks kehidupan sehari-hari.
II.
Kompetensi Dasar
Mengungkapkan
makna dalam percakapan transaksional (to
get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi
secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan
sederhana dalam konteks kehidupan sehari-hari dna melibatkan tindak tutur:
mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati,
dan memberi instruksi.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan benar ungkapan menunjukkan
simpati.
Proses : Memahami berbagai ungkapan menunjukkan
simpati.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan menunjukkan simpati.
b.
Merespon dan
mendemonstrasikan berbagai ungkapan menunjukkan simpati.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui dengan benar ungkapan menunjukkan
simpati.
Proses : Memahami berbagai ungkapan menunjukkan
simpati.
2.
Psikomotor
a.
Melafalkan dengan benar
ungkapan-ungkapan menunjukkan simpati..
b.
Merespon dan mendemonstrasikan berbagai menunjukkan
simpati.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
1)
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
2)
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
3)
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong.
4)
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
5)
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Cooperative Language Learning dan
Portfolio
VI. Learning Material
·
Expressing
Sympathy
Study
the following expressions of expressing sympathy
Showing Sympathy
|
1. You have my deepest sympathy.
2. What a terrible situation for you.
3. I do sympathise (I assure you).
4. I’m extremely sorry to hear that.
5. I know how it feels.
6. Oh, what a shame...
7. Oh, that’s awful.
8.
Oh dear,
sorry to hear that.
|
·
Modelling Dialogue
Wawan : “What happened to you, Indra? You look so
sad?”
Indra : “Well, there was a bad news this
morning”
Wawan : “What bad news?”
Indra :
“My brother in West Java told me that his crops was destroyed by the mice”
Wawan : “Really? I am sorry to hear that”
Indra :
“Yes, he told me that the mice had really destroyed everything”
Wawan : “Oh, that’s awful. What did he do then?”
Indra : “Well, he and
the others farmers had worked together to ward off the mice”
Wawan : “I hope everything will get better”.
Indra : “Thanks, I hope so”
VII. Media
§ Paper
ball
§ Contoh
Percakapan di ketas karton
VIII.
Teaching-Learning Activities
ACTIVITY NUMBER
|
DESCRIPTION
|
TIME ALLOCATION
|
1
|
Kegaiatan Awal (Pre Activity)
Guru memulai pelajaran dengan
menanyakan kepada siswa beberapa pertanyaan ringan:
·
Have you ever felt sick?
·
Have you ever been in a sad
situation?
·
Have you ever gotten a bad news?
·
What will you say if you look
your friend has a serious sick?
·
What will you say if your friend
is in bad situation?
·
What will you say to show your
sympathy to them?
|
5 menit
|
2
|
Kegiatan Inti (While Activity)
·
Guru menjelaskan tentang materi
pelajaran expressing sympathy, mulai
dari pengertian, tujuan hingga contoh ungkapan rasa simpati.
·
Guru menempelkan sebuah
percakapan pada sebuah kertas karton di depan kelas dan membagi siswa menjadi
dua kelompok. Kelompok A akan membaca dengan keras dialog untuk peran tokoh
A. Dan kelompok B akan membaca dengan keras dialog untuk peran tokoh B.
·
Setelah membacakan dialog, guru
meminta siswa untuk menunjukkan yang mana ungkapan rasa simpati pada dialog.
·
Guru meminta siswa untuk berdiri
dan membentuk lingkaran.
·
Guru mengatakan sebuah kalimat
dan kemudian melemparkan bola kepada siswa secara acak. Siswa yang
mendapatkan bola harus memberi respon atas kalimat yang guru ucapkan dengan
menggunakan ungkapan rasa simpati. Kemudian siswa tersebut mengucapkan sebuah
kalimat lainnya dan melemparkan bola kepada siswa lainnya secara acak. Siswa
yang mendapatkan bola harus merespon kalimat dari siswa yang melemparkan bola
tersebut menggunakan ungkapan rasa simpati dan begitu seterusnya.
|
30 menit
|
4
|
Kegiatan Akhir (Post Activity)
·
Guru membentuk dua kelompok dan
memberikan masing-masing kelompok satu situasi yang harus dirancang menjadi
sebuah percakapan sederhana yang di dalamnya terdapat ungkapan menyatakan
rasa simpati. Masing-masing anggota kelompok harus menulis percakapan dan mengumpulkannya.
Kemudian, setiap kelompok memerankan percapakan mereka di depan kelas dan merekam
penampilan mereka.
·
Guru menjelaskan kembali
pengertian, tujuan serta kata-kata yang digunakan dalam expressing sympathy.
|
10 menit
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata.Halaman 34-35
·
Silabus
·
Rubrik penilaian Speaking
EVALUATION
Make a short dialog between you and your friend using expressing
sympathy based on this situation! Collect your paper, practise your dialog in
front of the class!
First Situation
Your
friend says that her mother is sick and in hospital now. She is very sad and
she cannot go to school for some days because she must take care of her mother.
Second Situation
You
get a serious problem with the most naughty boy in your class. You are so sad
and feel worry about that then you tell that problem to your friend. Make a
short dialog between you and your friend using expressing sympathy based on
this situation!
X.
Assessment
NO
|
NAME
|
Language Skill and
Component
|
||||
Pronounciation
|
Grammar
|
Vocabulary
|
Fluency
|
Comprehension
|
||
1
|
||||||
2
|
||||||
3
|
||||||
4
|
||||||
5
|
||||||
6
|
||||||
7
|
||||||
8
|
||||||
9
|
||||||
10
|
||||||
Rubrik penilaian Speaking
Criteria
|
Rating Score
|
Remarks
|
Pronounciation
|
5
4
3
2
1
|
Has a few traces of foreign language
Always intelligible, though one is
conscious of a definite accent.
Pronounciation problem necessities
concentrated listening and occasionally lead to misunderstanding
Very hard to understand because of
pronounciation problem, most frequently be asked to repeat.
Pronounciation problem to serve as to
make speech virtually unintelligible.
|
Grammar
|
5
4
3
2
1
|
Make free (if any) noticeable errors
of grammar and word order.
Occasionally makes grammatical or word
orders errors that do not however, obscure meaning
Make frequent errors of grammar and
word orders, which occasionally obsecure meaning.
Grammar and word order errors make
comprehension difficult, must often rephrase sentences
Pronounciation problem to make speech
virtually unintelligible
|
Vocabulary
|
5
4
3
2
1
|
Use of vocabulary and idioms is
virtually, that of native speaker.
Occasionally uses inappropriate terms
and must rephrase ideas because of lexical and equities.
Frequently uses the wrong word,
conversation somewhat limited because of inadequate vocabulary.
Misuse of words and very limited
vocabulary makes comprehension quite difficult.
Vocabulary limitation so extremes as
to make conversation virtually impossible.
|
Fluency
|
5
4
3
2
1
|
Speech as fluent and efforts less as
that of native speaker.
Speed of speech seems to be slightly
affected by language problem
Speed and fluency are rather strongly
affected by language.
Usually hesitant, often farced into
silence by language limitation.
Speech is so halting and fragmentary
as to make conversation virtually impossible.
|
Comprehension
|
5
4
3
2
1
|
Appears to understand everything
without difficulty
Understand nearly everything at normal
speed although occasionally repetition may be necessary.
Understand most of what is said at
slower than normal speed without repetition.
Has great difficulty following what is
said can comprehend only “social conversation” spoken slowly and with
frequent repetition.
Can not be said to understand even simple
conversational English.
|
Mengetahui, Langsa, 11 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina,
MA Nurul Hidayani, S. Pd.i
RPP 6
PORTFOLIO
NAMA :
NURUL HIDAYANI
NIM :
141100649
JURUSAN/PRODI : TARBIYAH/PBI
SEMESTER/UNIT : VI/1
MATA
KULIAH : METHOD OF TEACHING ENGLISH
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :
SMAN 1 Karang Baru
Kelas/Semester :
X/1
Nama Pelajaran :
Bahasa Inggris
Materi :
Narrative Text
Skill/Fokus :
Menulis
Waktu :
2x45 Menit
I.
Standar Kompetensi
Mengungkapkan makna dalam teks tulis
fungsional pendek dan esei sederhana berbentuk
recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
II.
Kompetensi Dasar
Mengungkapkan makna dan langkah-langkah
retorika secara akurat, lancar dan berterima dengan menggunakan ragam baahsa
tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative dan procedure.
III. Tujuan Pembelajaran
1.
Kognitif
Produk : Mengetahui dengan benar isi dari
teks narrative.
Proses : Memahami makna di dalam teks narrative.
2.
Psikomotor
a.
Menulis isi dari teks narrative.
b.
Merespon dan memahami berbagai konteks
dari teks narrative.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
IV. Indikator
1.
Kognitif
Produk : Mengetahui dengan benar isi dari
teks narrative.
Proses : Memahami makna di dalam teks narrative.
2.
Psikomotor
a.
Menulis isi dari teks narrative.
b.
Merespon dan memahami berbagai konteks
dari teks narrative.
3.
Afektif (Karakter sosial dan Individu)
Karakter
a.
Ikut serta dalam semua aktifitas
pembelajaran selama proses pembelajaran
b.
Bertanggung jawab terhadap tugas yang
diberikan
Sikap
a.
Ikut serta dalam proses pembelajaran
yang berorientasi pada learner-centered
b.
Bertanya dengan sopan dalam kegiatan
pembelajaran di dalam kelas
c.
Mendengar pendapat orang lain dengan
baik tanpa menyanggah atau memotong
d.
Berkomunikasi dengan baik, atau apa yang
harus diucapkan, dimana, dan kepada siapa
e.
Berpendapat secara baik dalam diskusi
V. Mode of Learning
Method : Collaborative Language Learning dan Portfolio
VI. Learning Material
·
Definition of Narrative Text
Narrative text is
a text to tell the story or past events and entertain the readers.
·
Purpose of Recount Text:
To entertain the readers.
·
The Generic Structure of The Text:
1.
Orientation :
Introduces the main character/s in a setting of time and place.
2.
Complication :
A sequence of events.
3.
Resolution : The problem is solved.
·
Language Features Analysis:
1.
Use of particular nouns or to describe the particular
people, animals and things that the story is about.
2.
Use of adjectives to build noun groups to describe the
people, animals or things in the story.
3.
Use of time connectives and conjuctions to sequence
events through time.
4.
Use of adverbs and adverbial phrases to locate the
particular events.
5.
Use of past tense action verbs to indicate the
actions;
6.
Use of saying and thinking verbd to indicate what
characters are feeling, thinking or saying.
·
Example of Narrative Text:
The Fox and The Cat
One day, a cat and a fox were having a
conversation. The fox, who was a conceited creature, boasted how clever she
was. ‘Why, I know at least a hundred tricks to get away from our mutual
enemies, the dogs,’ she said.
‘I know olny one trick to get away from
dogs,’ said the cat. ‘You should teach me some of yours!’
‘Well, maybe some day, when I have the
time, I may teach you a few of the simpler ones,’ replied the fox airily.
Just then they heard the barking of a
pack of dogs in the distance. The barking grew louder and louder – the dogs
were coming in their direction! At once the cat ran to the nearest tree and
climbed into its branches, well out of reach of any dog. ‘This is the trick I
told you about, the only one I know,’ she called down to the fox. ‘Which one of
your hundred tricks are you going to use?’
The fox sat silently under the tree,
wondering which trick she should use. Before she could make up her mind, the
dogs arrived. They feel upon the fox and tore her to pieces.
A sigle plan that works is better than a
hundred doubtful plans.
VII. Media
Teks narrative
pada kertas karton
VIII.
Teaching-Learning Activities
|
Activity Number
|
Description
|
Time Allocation
|
|
1
|
Pre-Activity
|
|
|
|
Guru
memulai pelajaran dengan menunjukkan sebuah gambar “Snow White” dan
menanyakan siswa beberapa pertanyaan ringan seperti:
·
Do you know what picture is it?
·
Can you tell me the short story
of Snow White?
·
What kind of text used in Snow
White Story?
|
15
menit
|
|
2
|
While-Activity
|
|
|
|
·
Guru menjelaskan tentang
pengertian, tujuan, struktur organisasi, ciri kebahasaan teks Narrative.
·
Guru menunjukkan sebuah contoh teks
Narrative di kertas karton. Kemudian guru dan siswa membaca contoh teks ini
secara bersamaan dan mneganalisis bagian serta cirinya.
·
Guru membagi siswa dalam beberapa
kelompok dan menugasi setiap kelompok untuk membuat sebuah teks narrative
sederhana yang berasal dari ceita rakyat atau dongeng yang ada di Indonesia. Hasil
kerja siswa ditulis di kertas karton semnenarik mungkin, setelah dipresentasikan,
tugas ini dikumpulkan.
·
Guru menugasi setiap siswa untuk
membaca sebuah teks narrative berjudul “Cinderella” dan menjawab pertanyaan
yang diberikan berdasarkan teks tersebut serta menceritakan kembali teks
dengan kata-kata sendiri.
|
60
menit
|
|
3
|
Post-Activity
|
|
|
|
·
Guru menanyakan siswa secara acak
tentang pengertian, ciri, bagian, serta contoh narrative
text menggunakan kata-kata siswa sendiri.
·
Guru memberikan penjelasan kembali
mengenai pengertian, tujuan, struktur organisasi, dan ciri kebahasaan dari
teks narrative.
|
15
menit
|
IX. Sumber Pembelajaran
·
Bahasa Inggris Untuk SMA/MA Kelas X. CV
Sindunata. Hal. 21-22.
·
Silabus
·
Rubrik Penilaian Writing
EVALUATION
A.
Work in groups. Make a
short narrative text about legend in Indonesia. Presentate and collectyour
work!
B.
Read the story, answer
the question and rewrite with your own words! Do it individually!
Cinderella
Once upon a time there was a
beautiful girl Cinderella. She lived with her stepsisters and stepmother. They
were very bossy. She had to do all the house works.
One day, an invitation to the ball
(dance party) came to the family. The stepsisters did not let her go. So Cinderella
was very sad. The stepsisters went to the ball without her.
Fortunately, the fairy good mother
came and helped her to the ball. At the ball, Cinderella danced with the
prince. The prince fell in love with her then he married her. They lived
happily ever after.
1.
What is the communicative purpose/social
function of this text?
2.
Mention the genre structure of the text!
3.
What tenses mostly used in the text?
4.
Why did Cinderella feel so sad?
5.
How were her stepsister?
X.
Assessment
|
NO
|
NAME
|
Language Skill and
Component
|
||||
|
Content
|
Organization
|
Vocabulary
|
Language Use
|
Mechanics
|
||
|
1
|
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
4
|
|
|
|
|
|
|
|
5
|
|
|
|
|
|
|
|
6
|
|
|
|
|
|
|
|
7
|
|
|
|
|
|
|
Rubrik Penilaian
Writing
|
Criteria
|
Rating Score
|
Remarks
|
|
Content
|
27-30
|
Excellent to very good. It is for the
students with some knowledge of the subject and adequate of range
development, mostly relevant to topic sentence, but lack the detail
|
|
|
22-26
|
Good to average. It is for the
students with some knowledge of the subject and adequate of range development
omitted, but lack the detail.
|
|
|
17-21
|
Fair to poor. It is for the students
who do not show knowledge of the subject, little substantive indequate
development of the subject.
|
|
Organization
|
18-20
|
Excellent to very good. Provide fluent
expression, ideas clearly stated, sentence are organized and logical sequence
cohesion.
|
|
|
14-17
|
Good to average. Somewhat
ehoppy-loosely organized but main ideas stand out.
|
|
|
10-13
|
Noon-influent ideas. Confused or
disconnected, lack logical sequencing and development.
|
|
|
7-9
|
Very poor. Doesn’t communacate, no
organization or not enough to evaluate.
|
|
Vocabulary
|
18-20
|
Excellent to very good. Students with
sophisticated range effectively word from, the imitative appropriate
register.
|
|
|
14-17
|
Good to average. Adequate range-occasional
errors, meaning not obscured.
|
|
|
10-13
|
Fair to poor. Limited range, frequent
errors of word or idiom, usage, meaning confused or obscured.
|
|
|
7-9
|
Very poor. Lack of essensial
translation, little knowledge of English.
|
|
Language
Use
|
22-25
|
Excellent to very good. Effective
complex construction-few wrrors arrangement, tense number, words
order/function, articles, pronouns, preposition.
|
|
|
18-21
|
Good to average. Some effective
complex construction, frequent errors on the use of the sentence elements.
|
|
|
|
Fair to poor. Major problem in simple
complex construction, tense, number, words order/function, articles,
pronouns, preposition, meaning, confused and obscured, articles, pronouns,
and/or fragments detections-meaning confused and obscured.
|
|
|
5-10
|
Very poor. Usually no master
construction rules dominated by errors, does not communicate, not enough to
evaluate.
|
|
Mechanics
|
5
|
Excellent to very good. Demonstrate
mastery of punctuation, few errors in capitalization and hard writing.
|
|
|
4
|
Good to average. Occasionally errors
of punctuation, capitalization, writing sentence, but meaning not obscured.
|
|
|
3
|
Fair to poor. Frequent errors of
punctuation, capitalization, writing sentence, poor hard-writing-meaning
confused or obscured.
|
|
|
2
|
Very poor. No mastery of connection,
dominated by errors of spelling, punctuation, capitalization, paragraphing
and writing illegible or not enough to evaluate.
|
Mengetahui, Langsa,
11 Juni 2014
Kepala Sekolah Guru
Bidang Studi,
Riydha Karina, MA Nurul
Hidayani, S. Pd.i
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